Context, Input, Process, Product Evaluation Research Articles

A case study on evaluation of the context, input, process, product (CIPP) implementation in the child-friendly school program

This study evaluates the effectiveness of the Child-Friendly School (CFS) program at Al Mumtaz Integrated Islamic Elementary School in Pontianak using the CIPP (Context, Input, Process, Product) Evaluation Model. Through field research and purposive sampling, it delves the experiences and perceptions of principals, vice-principals, students, teachers, and parents on the program's impact. The school has successfully implemented the CFS program, noted for its qualified teachers with professional educational backgrounds and a focus on religious knowledge. The context evaluation revealed that the program aligns with child-friendly school policies, receiving a very positive evaluation and documented by official decrees. Input evaluation indicates Al Mumtaz meets all criteria including qualified staff, infrastructure, educator training, and engagement from students and parents. Process evaluation highlights the school’s effectiveness in facilitating positive educational dynamics, with non-violent disciplining, affection towards students, democratic educational practices, and teachers as role models. Finally, product evaluation shows significant achievements in fostering students' holistic development across various dimensions such as honesty, tolerance, communicative skills, democracy, social concern, responsibility, environmental care, and academics. The suggestion for this school involves establishing an organizational framework within the child-friendly school initiative to facilitate the efficient allocation of responsibilities and to confirm that the program’s monitoring and evaluation procedures are conducted in a more organized and methodical manner.

Evaluasi Pembinaan Prestasi pada Olahraga Prestasi Koni Kabupaten Dompu

The purpose of this research to evaluate on the construction of achievement coaching on KONI sport performance in Dompu Regency. This research is an evaluation study using a qualitative method, with an approach using the CIPP (Context, Input, Process, Product) evaluation model. The research subjects consisted of KONI, coaches, athletes, parents, and sport managers. The study's findings demonstrated that the level of accomplishment in terms of context-related factors for KONI's athletic performance development in the Dompu Regency falls into the category of rather good. From an input perspective, the category as a whole is sufficiently good. The category's process is deemed to be fairly good. Regarding the item in the wide range inside the favorable classification, where the performance in the regional and national competition, specifically PORPROV NTB 2023, has improved from the third place on PORPROW 2018 to the second place on PORPROV 2023. Additionally, the number of athletes from Dompu Regency has increased in PON Aceh 2024.

Evaluation of the Implementation of the Tahfiz Al-Quran 30 Juz Program (Context, Inputs, Processes, and Products) at the Islamic Centre North Sumatra

The Context, Input, Process, Product (CIPP) evaluation model is important because it provides a comprehensive framework for thoroughly assessing the context, inputs, processes, and products of a program. This descriptive qualitative research aims to evaluate the implementation of the tahfiz 30 juz Al-Quran program at the North Sumatra Islamic Center using the CIPP (Context, Input, Process, Product) evaluation model. Data collection was obtained through interviews, observations, and documentation. Data sources were obtained from tahfiz teachers, students, ma'had mudir, alumni, and the surrounding community and analyzed using the Miles-Huberman technique. The results of the study show that from the CIPP evaluation of the implementation of the tahfiz Al-Qur'an program at the Islamic Center of North Sumatra are: 1) Context, this program is supported by the government, schools, and the community, and is a need and part of the school's vision, mission, and goals, 2) Input, This program has competent teachers with the right teacher-student ratio (1:15) and good implementation procedures, including exam schedules, syllabus, and appropriate lesson plans, 3) The tahfiz learning process is according to plan, teachers master the material, varied methods and deposit assessment is carried out without mushaf, and 4) The product, the competence of tahfiz students is good, with the ability to read the Qur'an fluently and understand tajwid, and have noble morals that are reflected in daily behavior. It is clear that the tahfiz Al-Quran program at the North Sumatra Islamic Center runs well and effectively, is supported by various parties, has proper implementation procedures, and produces students who are competent in tahfiz and have noble character.

Evaluation of the CIPP Model on the Merdeka Curriculum at SMP 2 Palembayan

By using of the CIPP evaluation model of SMP 2 Palembayan, this research seeks to study the application of the CIPP (Context, Input, Process, Product) evaluation model, students learning outcomes in the field of English. This test is a subjective exploration that uses the CIPP model by assessing each part of the setting, information, interactions, and items to achieve a continuously evolving experience. English teachers, curriculum representatives, and the principal at SMP 2 Palembayan served as the data sources for the study. Observation instruments were used to collect primary data, and interviews and photographs were used to collect secondary data. After that, the observation data was analyzed quantitatively, while the interviews and data analysis were analyzed descriptively and qualitatively. The results showed that the conditions for implementing learning and learning activities at SMP 2 Palembayan were said to be very effective when learning was carried out.

Evaluation Of the Cipp Model Program in Implementing the Toefl Test at Upt Universitas Sembilanbelas November Kolaka

This research aims to evaluate the implementation of the TOEFL test at Sembilanbelas November University Kolaka using the CIPP (Context, Input, Process, Product) evaluation model. The research method used is evaluation research with a qualitative approach. This research sample involved the Language UPT of Sembilanbelas November Kolaka University as the research subject, with a focus on the implementation of the TOEFL test and related programs. Data was obtained through observation, in-depth interviews and documentation studies. The collected data was analyzed using the data analysis model from Miles and Huberman, which includes data reduction, data presentation and conclusion drawing stages. The research results show that the implementation of the TOEFL test at the UPT Bahasa Sembilanbelas November Kolaka University has several weaknesses, especially related to inadequate physical facilities, lack of training for instructors, and lack of flexibility in the test implementation schedule. Despite this, the program was successful in improving participants' English language skills, although there is still a need to focus more on developing broader practical and communication skills. This evaluation provides recommendations for improvement and further development in the implementation of the TOEFL test program, with the hope that these steps will improve the quality of test implementation and provide a greater contribution to students' academic and professional progress.

User interface design of context-input-process-product evaluation application based on weighted product

This study aimed to show the user interface design form of the <br /> context-input-process-product (CIPP) evaluation application based on weighted product as a measuring tool for the effectiveness level of blended learning in health colleges. This research approach was development research. The development model used was Borg and Gall. It focused on the design stage, initial trials, and revisions. The initial test of the user interface design involved 32 respondents. The tool for conducting it was in the form of a questionnaire, which contains 16 questions. The research was at the health colleges in Buleleng Regency. The data analysis technique of the initial test results was quantitative descriptive. It compared the percentage level of user interface design quality from the weighted product-based CIPP evaluation application with a quality standard which referred to a five scale. The results of this study indicated that the quality of the user interface design was relatively good. The research result’s impact on educational evaluation was new knowledge for pedagogic evaluators in maximizing the development of digital-based evaluation tools by integrating the decision support system method (weighted product) with the educational evaluation model (CIPP model).

Pelaksanaan pelayanan jemput bola pada PT BPR BKK Jateng Cabang Karanganyar

<p dir="ltr"><span>This study aims to determine (1) the implementation of the ball pick-up system service and (2) the results of the CIPP (Context, input, process, product) evaluation of the ball pick-up system service. This is an evaluation research with a qualitative descriptive approach using the CIPP (Context, input, process, product) evaluation model. The results of the study are as follows: 1) the implementation of the ball pick-up system service includes the procedure for implementing the ball shuttle service program, the facilities and infrastructure of the ball pick-up service program and the implementing officers of the ball shuttle service program, (2) The results of: a) context evaluation shows that PT BPR BKK Jateng Cabang Karanganyar already has guidelines for implementing the ball pick-up system service, the targets served are all communities around Karanganyar Regency b) input evaluation shows that the facilities and infrastructure are quite adequate, training has been attended by all employees implementing the ball shuttle service, c) process evaluation shows that employee competence is good enough in providing services to customers, there is already an evaluation carried out every month there are supporting and inhibiting factors for the implementation of the ball pick-up system service, d) product evaluation shows that customers have high loyalty to the company, the amount of savings and the number of customers has increased.</span></p><div><span><br /></span></div>

Enhancing Quality of Guidance and Counseling in Vocational Schools: Testing the Effectiveness of Evaluation Instruments Based on the CIPP Model

<p dir="ltr"><span>This study assesses the CIPP (Context, Input, Process, Product) model's effectiveness in evaluating guidance and counseling programs within the Merdeka curriculum of Vocational High Schools. Collaborating with three experts—guidance and counseling specialists, educational technology experts, and practitioner teachers—the research employs assessment tests and pre-test/post-test questionnaires for 10 Guidance and Counseling Teachers at Vocational High School 3 Banjarmasin. Evaluation results, covering general, specific, and material aspects, show a high level of agreement among the three evaluators. General evaluation exhibits high reliability (ICC = 0.750), and thorough and material evaluations demonstrate high reliability with ICC values of 0.794 each. The trial of 10 Guidance and Counseling Teachers reveals a significant improvement in their evaluation skills after implementing the CIPP model. Average post-test results are notably higher than pre-test, highlighting the positive impact of the CIPP evaluation model on enhancing these skills. The research concludes that the CIPP evaluation model is reliable and consistent in measuring guidance and counseling program effectiveness in the Merdeka curriculum of Vocational High Schools. Empirical and theoretical support establishes a strong foundation for considering future implementation of the CIPP model in educational program evaluations. This model's application is anticipated to elevate the quality and relevance of educational programs, particularly in the context of guidance and counseling in Vocational High Schools, with potential practical and managerial benefits.</span></p><div><span><br /></span></div>

Context input process product evaluation of hybrid learning practices in Indonesian universities

<span lang="EN-US">The transformation of post-pandemic learning at Indonesian universities is becoming increasingly diverse. Several universities use hybrid learning models to implement hybrid learning practices. The purpose of this study is to assess the hybrid learning process at two Indonesian universities. The context input process product (CIPP) evaluation model is used in this study as part of a mixed method. Quantitative methods are used to get an overview of student and lecturer responses, whereas qualitative methods are used to dig deeper into data about hybrid learning practices. This study included 341 students and 22 lecturers from both universities. Techniques for collecting data include questionnaires, interviews, observation, and documentation studies. The data was analyzed using learning theories. The study’s findings indicate that hybrid learning practices are performing well. The readiness of university infrastructure, as well as the readiness of students and lecturers, determines the success of hybrid learning implementation. In practice, however, some lecturers tend to use face-to-face or online learning practices exclusively to fill gaps in the hybrid learning process. This study suggests that universities investigate an effective model for implementing hybrid learning.</span>

CIPP모형에 기반한 교육복지정책의 성과평가

Objectives This study aims to assess the effectiveness of educational welfare projects and suggest strategies for enhancing educational welfare policies.
 Methods The study employed the CIPP (Context, Input, Process, Product) evaluation model to evaluate the op-erational procedures and outcomes of educational welfare projects.
 Results The evaluation covered various aspects, including local government support, schools, student involve-ment, public relations, networks, material and human resources, program planning and implementation, intra- and inter-school collaboration, program content, case management, network effectiveness, student progress, and overall satisfaction.
 Conclusions The study's findings offer a comprehensive insight into the performance and potential areas for en-hancement in educational welfare projects. The conclusions and recommendations provide essential insights for developing educational welfare policies.

Optimizing marketing learning evaluation: Gamification with CIPP model at SMKN 1 Bandung

In this digital era, education is experiencing rapid growth, especially in the diversity of evaluations given to students, one of which is through gamification. This article explores optimizing learning evaluation through gamification in the CIPP (Context, Input, Process, Product) evaluation model in marketing education at SMKN 1 Bandung. The method used is descriptive quantitative research. Data collection is done through questionnaires and interviews. The data sources and subjects in this study are educators in the marketing subject at SMKN 1 Bandung and students majoring in Online Business and Marketing at SMKN 1 Bandung, with the object being the evaluation of marketing learning with the implementation of gamification in the CIPP model. The results of this study indicate that the learning evaluation process with gamification is well-received by students at SMKN 1 Bandung. Applying gamification in learning evaluation using the CIPP model enhances students' learning outcomes and creates a responsive, adaptive, and collaborative learning environment.

Optimization Of CIPP Evaluation Model as An Escalation of Educational-Industrial Collaboration Program

The importance of industrial and vocational collaboration in producing competent graduates is evident. However, there are still issues with the collaboration between industry and educational institutions, including the lack of appropriateness in the collaboration, the mismatch between student competencies in vocations and industry requirements, and inadequate alignment of graduate outcomes with industry needs. This research aims to explore the differing perspectives of universities, vocational schools, and industries in West Sumatra, Bandung, and Malang on the formation of CIPP components. Additionally, it seeks to reveal the direct and indirect influences between CIPP components—context, input, process, and product—to enhance the quality of cooperation and collaboration between industry and universities in Indonesia. The research employs a mixed-method approach, combining quantitative and qualitative methods. The samples include vocational schools, involving teachers and leaders, and universities, involving lecturers and leaders in West Sumatra, Bandung, and Malang. The research instruments consist of a questionnaire and an interview guide. Both qualitative and quantitative data analysis techniques are applied, including descriptive analysis, difference tests using two-way ANOVA, and factor analysis tests using the SMART PLS application. Based on the findings, it is concluded that the evaluation results encompass the Context, Input, Process, Product (CIPP) variables in an ideal vocational school-university-industry collaboration model. The results indicate a direct and indirect positive influence between CIPP components. However, the evaluation results also highlight existing problems, necessitating improvements. This research contributes by providing recommendations for the collaboration program to enhance input capacity and generate relevant outcomes. In terms of input, the value is classified as very good, emphasizing the need for improvement in the dimensions of the context components, especially the competency environment, stakeholders, and policies that support optimal cooperation. Recommendations in the product section aim to increase student competency achievement.

Evaluating the educational program of bachelor of science in healthcare management using CIPP model: A case study at Yazd University of Medical Sciences

Background: It is necessary to evaluate the program to measure and maintain its quality during implementation. This study aimed to evaluate the Bachelor of Healthcare Management educational program at Yazd University of Medical Sciences using the CIPP (Context, Input, Process, Product) evaluation model. Methods: This descriptive-cross-sectional study was conducted at Yazd University of Medical Sciences in 2023, with the participation of 8 faculty members, 95 students, and 327 graduates. Three questionnaires, encompassing four dimensions and nine domains, were used as data collection tools. The data were analyzed using the SPSS software (version 27), employing the ANOVA test and descriptive statistics. Results: In terms of context, input, process, and product, the overall scores for the educational program of the course were 3.03, 2.96, 3.06, and 2.99, respectively. Concerning the overall score across all dimensions, faculty members scored higher than students, and a statistically significant difference was observed between the overall scores of faculty members and students. A significant correlation was found among the dimensions investigated. In general, this training course was evaluated at a relatively favorable level. Conclusion: Given the course’s low score in the ‘appropriateness of curricula with approved topics’ section, it is feasible to increase the program’s overall desirability by implementing some modifications in the course topics and accentuating the students’ skill development.

Extensiveness of Securing Education for Visually Challenged Pupils Project on Improving Pedagogical Skills among Teachers for Visual Learning in Classrooms at Moivaro and Arusha Primary Schools, Tanzania

This study evaluated the extensiveness of the Securing Education for Visual Challenged Pupils Project on improving teachers’ pedagogical skills to help pupils with visual disturbances in classrooms in Moivaro and Arusha Primary schools in Tanzania. The summative evaluation study employed a convergent design under a mixed-method research approach guided by the Context Input Process Product evaluation model. The target population of the study was 1045. The probability and non-probability techniques were employed to select 131 respondents. Interview and observation guides were used to collect qualitative data, whereas questionnaires were used to collect quantitative data. The validation of data collection instruments was ensured by research experts. The reliability of qualitative data collection was established through triangulation. Quantitative data were analysed descriptively with the aid of SPSS version 22 by using means, frequencies, and percentages. Quantitative data was analysed thematically. The study found that securing education projects to a high extent improved pedagogical skills among teachers at Moivaro and Arusha primary schools. The study concluded that the project had successively achieved its goal of improving teachers' pedagogical skills. The study recommended that teachers should get regular, continuous professional development courses to improve their pedagogical skills in supporting pupils with visual challenges.

Implementing non-formal education for the locals: the case of Tanah Ombak and fishermen community

This study is a program evaluation research conducted in Non-Formal Education by the Tanah Ombak Community. This community is here to change the next generation of Purus (coastal area) to be better, cut off from the poverty chain that has been entangled and free from a marginalized environment. Tanah Ombak non-formal education is a public space for activities in the arts and literacy for school-age children and adolescents in Purus. The goal is for them to leave the "bad habits" that have been a tradition in the Purus community and develop a good character. The evaluation of non-formal education utilized the CIPP (Context-Input-Process-Product) evaluation model and capacity-building analysis of the beneficiaries. The results of this evaluation study show capacity building at the individual level, which is assessed from the aspects of knowledge, skills, attitudes, and behavior. Based on the results of the research evaluation, it was found that non-formal education was able to increase the capacity of participants, as well as change negative behavior. In addition, the results of the CIPP analysis show that Tanah Ombak Non-Formal Education still has shortcomings in its implementation from the Input, Process, and Product aspects in the form of the ability of the issues discussed, facilities, lack of facilitators, and the absence of evaluation-monitoring of the extent to which the objectives have been achieved.

Student Engagement in Student Support System Reform: A Case Study

Educational evaluation involves data collection and the analysis of various education-related factors to make decisions that improve educational quality. Systematic educational evaluation is essential for enhancing the quality of education. This study reports a case of student-conducted process evaluation of a medical school’s student support system and the procedure for devising improvement plans. Sixteen Inje University College of Medicine students participated in the Education Evaluation Committee (IUCM-EEC) to understand the educational improvement process as learners and actively achieve improvement. The Quality Improvement Committee of the Inje University College of Medicine (IUCM-QIC) decided to reform its student support system based on a previous educational evaluation in 2019. The evaluation of the student support system was conducted for 10 months in 2021 by the student subcommittee, under the guidance of the IUCM-EEC. The CIPP (context-input-process-product) evaluation model was used for a systematic evaluation. Accordingly, the subcommittee developed evaluation criteria and indicators, and analyzed relevant data collected from surveys and the previous literature. For further recommendations and revision ideas, the student subcommittee members interviewed faculty members from six other medical schools and also conducted a focus group interview with the dean and vice deans of IUCM. Finally, the student subcommittee submitted a report to the IUCM-QIC. Communication with various stakeholders is essential for a successful evaluation process. In this case, students, as key stakeholders in education, evaluated the student support system. Their active participation helped improve their understanding of the evaluation process.

Program Evaluation of a University-Based Coach Education Program

This paper outlines how a program evaluation of a U.S. higher education coaching minor program was executed to clarify program needs and identify areas of improvement. Data were gathered from university students (n = 113), current minors (n = 13), program graduates (n = 26), coach education experts (n = 4), and community administrators/coaches (n = 13) using multiple methods including archival data collection, online surveys, and individual/group interviews. Descriptive statistics, curriculum mapping, and qualitative thematic analysis were used to document findings aligned with the CIPP (Context, Input, Process, Product) evaluation model. The context evaluation identified the target population, program goals, opportunities, barriers, and the highest priority programmatic needs. The input evaluation outlined themes highlighting the importance of understanding one’s context, incorporating evidence-based practices and teaching principles, aligning assessments with learning outcomes, establishing faculty buy-in, and advocating for the program. The process evaluation revealed programmatic alignment with national coaching standards with inconsistencies and the need to expand current content to achieve learning outcomes. The product evaluation showed that students acknowledged learning outcomes, were satisfied with the program, and felt ready to engage in coaching. Program graduates indicated preparedness to coach with some exceptions. The findings provided insight into how a multifaceted and targeted program evaluation can inform program improvements and next steps in the evaluation process.

Utilization of the Weighted Product-Based CIPP Evaluation Model in Determining the Best Online Platform

Since the COVID-19 pandemic, there have been many free online platforms that can be used to support the online learning process at health colleges in Bali. However, it is difficult to determine the best online platform from the various choices of free online platforms that are scattered on the internet. Therefore, it needs innovations that contribute to helping solve these problems. One model as an innovation that can be used and contributes to solving problems is the Weighted Product-based CIPP evaluation model. The model needs to be measured for the quality of its calculations to ensure success in determining the best online platform. Therefore, this research aimed to show the quality of the Weighted Product method calculation integrated with the CIPP (Context-Input-Process-Product) model in determining the best platform used in health colleges during the COVID-19 pandemic. The instrument used to assess the quality of that calculation was a questionnaire consisting of eight questions. The subjects involved in the assessment were 20 experts. The research was carried out at several health colleges in Bali. The analytical technique used in analyzing the research data was descriptive-quantitative. The analysis was carried out by comparing the quality percentage of the calculation simulation with the quality standard based on an eleven-point scale. The study results showed the quality percentage of calculation simulation was 87.250%, so it was included in the very good category. This research has a significant impact on the progress of the educational evaluation field through research findings in the form of the appearance of the combination of the Weighted Product method with the CIPP evaluation model. The novelty of this research is the combination of the Weighted Product method and the CIPPmodel, which makes it easier for educational evaluators to determine the best online platform that supports online learning during the COVID-19 pandemic and even post-COVID-19. Doi: 10.28991/HIJ-2023-04-01-015 Full Text: PDF

The Context, Input Process, Product (CIPP) evaluation model as a Comprehensive Framework for evaluating online English learning towards the industrial revolution era 5.0

The research focuses on evaluation using qualitative descriptive evaluative methods. This evaluation research aims to determine whether online English courses are good or not in three study programs, namely Constitutional Law, Sari'a Economic Law and Islamic Family Law at Islamic University of Fatmawati Sukarno Bengkulu for the 2021-2022 period with the CIPP model (context, input, process, and product). Instrument development in this study is an instrument that uses the CIPP model based on Daniel Stufflebeam's theory. Data collection techniques using closed questionnaires and supported by triangulation, namely observation, structured interviews and documentation. Legitimacy by using Trustiness. Data management refers to the Guttmann scale. The results showed an average score of 0.70 from the context evaluation, 0.48 from the input evaluation which indicated a fairly weak average score, 0.77 from the process evaluation, and 0.785 from the product evaluation. So from the CIPP evaluation process for online learning English courses at the Fatmawati Sukarno Bengkulu State Islamic University, it is quite good.

EVALUATION OF SPORTS AND HEALTH PHYSICAL EDUCATION PROGRAM IN SMA N 2 NGAWI USING THE CIPP EVALUATION MODEL (CONTEXT, INPUT, PROCESS, PRODUCT).

The purpose of the study is to evaluate the physical health and sport education at SMA N 2 Ngawi using a context, input, process, product (CIPP) evaluation model approach. The research method used in this research is program evaluation. The approach taken in this program evaluation research uses the CIPP evaluation model (Context, Input, Process, Product). Sources of research data are principals, teachers, and students. The data collection technique used is an assessment questionnaire instrument / score scale questionnaire. The data obtained were then analyzed using quantitative descriptive data analysis techniques. This study found that the results of the context evaluation were 83.69% in the good category, the results of the input evaluation were 84.40% in the good category, the process evaluation results were 86,67% in the good category, and the product evaluation results were 89.60 in the good category. Based on the results of the CIPP evaluation research, it can be concluded that the physical health and sport education program at SMA N 2 Ngawi is in the good category with an achievement value of 86.09%.Keywords: Physical Education, Sports, Health, CIPP Evaluation, School.